2026 Waldo County Teacher of the Year Rachel Norgang (standing in the back of the group) poses with her students.
When students in Rachel Norgang’s second- and third-grade classes at Monroe Elementary School learn about economics, they don’t just read about businesses in a textbook. They visit gravel pits, tour working farms, explore event venues, and meet artists whose work is displayed around the world.
Norgang, who was recently named the 2026 Waldo County Teacher of the Year, has spent the past four years bringing her students out into the Monroe community for an annual “Entrepreneur Roadshow.” This field experience is part of a place-based social studies unit on the economy, designed to help students understand economic concepts such as goods and services, wants and needs, and the distinct roles businesses play in communities.
“Making this lesson place-based and focused on local businesses is more engaging for students,” Norgang said. “My first goal is student learning, and not far behind that is another goal: to increase buy-in and support for our school within the greater Monroe community.”
After some learning in the classroom, students spend an entire day meeting local entrepreneurs and seeing firsthand how businesses operate.
This year’s Entrepreneur Roadshow included visits to four Monroe-area businesses:
Davis Dirtworks, where owner Derek Davis showed students a working gravel pit and quarry operation, explained heavy equipment, and answered questions about running a business.
Second Frost Farm, where owners James Gagne and Naomi Brautigam guided students through hoop houses, vegetable fields, wash stations, and cold storage rooms. Students also sampled sauerkraut made from farm-grown produce.
The Barn at Rosemoore, where owner Ashlie Stubbs welcomed students to tour the event venue, learn about hosting weddings and celebrations, and enjoy lunch in the barn.
The studio and grounds of bronze sculptor Forest Hart, where students explored outdoor sculptures, toured the artist’s workspace, and learned about the creative and business sides of professional art.
Throughout the day, students asked thoughtful questions such as:
Why did you decide to start your business?
What is the hardest part of running your business?
What is your favorite part of running your business?
What does a successful year look like?
What advice do you have for us in school and life?
The experience left a lasting impression on students.
After tasting sauerkraut at Second Frost Farm, one student enthusiastically declared, “This is the best thing my tongue has ever touched.”
Another student, inspired by the work of sculptor Forest Hart, remarked, “This guy should be famous.”
Back in the classroom, students reflected on what they learned before launching into a persuasive writing project. Using facts gathered during the field trip and opinions they formed about the businesses, students began creating advertisements designed to attract customers.
“We are convincing people to go to the businesses!” one student explained during a lesson discussion.
Students brainstormed the most compelling features of each business, developed persuasive hooks, and drafted advertisements highlighting the products, services, and experiences offered by these local entrepreneurs.
Some of the student-created opening lines included:
“Do you hear that engine roaring? It’s probably Derek from Davis Dirtworks!”
“Do you see that bronze sculpture right in your way? That was built by Forest Hart!”
“Have you heard of Second Frost Farm? They have a variety of vegetables.”
“Would you believe you can have a baby shower at The Barn at Rosemoore?”
Students are now revising and illustrating their advertisements before recording narrated presentations that will be shared digitally with business owners, families, and the broader community.
Norgang credits Monroe Elementary School Principal Jodie Dupuy for helping make projects like this possible.
“I have a great principal who supports and encourages connections to the community,” Norgang said.
The Entrepreneur Roadshow exemplifies the power of place-based education—connecting classroom learning to real-world experiences, while strengthening relationships between schools and their communities. For Norgang’s students, economics is no longer an abstract concept. It’s the farm down the road, the quarry in town, the event venue hosting celebrations, and the artist creating sculptures in their own community.
Through experiences like these, students gain a deeper understanding of how local businesses contribute to the economy while developing critical thinking, communication, and writing skills that will serve them well in the future.
This story was written in collaboration with Monroe Elementary School in RSU 3. To submit a good news story to the Maine DOE, please fill out the good news submission form.
The Maine Department of Education (DOE) is pleased to join the Maine Curriculum Leaders Association (MCLA) in recognizing two outstanding educational leaders whose dedication to teaching, learning, and student success has made a lasting impact in their schools and communities.
This year, the MCLA has named Dawn McLaughlin, Assistant Superintendent and Director of Teaching and Learning for School Union 93, as 2026 Maine Curriculum Leader of the Year and Alicia Sirois, Instructional Coach for MSAD 52, as 2026 Maine Instructional Coach of the Year.
Curriculum leaders and instructional coaches help ensure that educators have the resources, guidance, and professional learning opportunities necessary to meet the diverse needs of Maine students. These annual awards recognize those educational leaders who exemplify excellence in supporting curriculum, instruction, assessment, and professional growth, while fostering positive outcomes for educators and students across Maine, and who play critical roles in supporting high-quality teaching and learning throughout the state.
Maine Curriculum Leader of the Year Dawn McLaughlin, Assistant Superintendent and Director of Teaching and Learning for School Union 93
Dawn McLaughlin graduated from the University of Maine in 1991 with a bachelor’s degree in psychology. While she was searching for a job after graduation, her father encouraged her to explore a career in education. She accepted a position as an Educational Technician (Ed Tech) III at Center Drive School in Orrington and quickly discovered a passion for the field that would shape her career.
In 1992, McLaughlin moved to Stonington and joined Deer Isle-Stonington Elementary School as an Ed Tech III. Five years later, she became a middle-level language arts teacher, a role she held for 24 years. Committed to continuous professional growth, she earned a master’s degree in Curriculum, Instruction, and Assessment in December 2014.
In November 2015, McLaughlin was hired as the Curriculum Coordinator for School Union 93, where she supported curriculum development and instructional improvement across the district. In 2023, she was appointed Assistant Superintendent and Director of Teaching and Learning for School Union 93, continuing her commitment to advancing educational excellence for students and educators.
Maine Instructional Coach of the Year Alicia Sirois, Instructional Coach for MSAD 52
Alicia Sirois earned her undergraduate degree from Elmira College in New York, where she majored in English Literature and Secondary Education. She later earned a master’s degree in Literacy Education from the University of Southern Maine and holds a Literacy Coach Certificate through Maine Partnerships in Comprehensive Literacy at the University of Maine.
Sirois spent 13 years as an English teacher at Leavitt Area High School, where she fostered a love of reading, writing, and learning among her students. Four years ago, she transitioned into the role of Instructional Coach at Leavitt, where she now supports educators in strengthening instructional practices and improving student learning outcomes. Her work reflects a deep commitment to literacy, professional growth, and educational excellence.
The Maine DOE congratulates Dawn McLaughlin and Alicia Sirois on these well-deserved honors and thanks them for their leadership, service, and commitment to advancing educational excellence in Maine schools.
Content for this article was submitted by the Maine Curriculum Leaders Association.To submit a good news story to the Maine DOE, please fill out the good news submission form.
The Maine Department of Education (DOE) Office of Teaching and Learning is pleased to announce the award of a one-time, competitive Later Secondary School Start Time Planning Grant to Augusta Schools, in the amount of $75,000.
In accordance with L.D. 396, Resolves 2025, Chapter 110 and Rule Chapter 54, the Later Secondary School Start Time Planning Grant must be used to support the costs associated with the research, analyses, and development of planning around changing secondary school start times to 8:30 a.m. or later. As such, Augusta Schools will use these grant funds to lead a thorough, community-informed process to explore the possibility of later secondary school start times at Cony Middle and High School. Over the contract period from June 1 to September 10, 2026, the school department will pursue a structured sequence of planning activities designed to synthesize the evaluation and analyses of later secondary school start time at these schools.
At the heart of this effort will be a cross-functional leadership and planning team, comprised of administrators, principals, transportation staff, and parent and student representatives. The team will set goals, oversee all planning activities, and conduct dedicated sessions to project the full operational and budgetary impact of a schedule change. Grant funds will support stipends and compensated planning time for team members, as well as the personnel time required for scheduling, communications, recordkeeping, and grant compliance to keep the initiative running smoothly throughout the planning period.
Community engagement will be central to the process. The school department will implement a multi-faceted communication strategy to keep families, staff, students, and community partners involved at every stage. Public forums will be held at accessible times and locations, including virtual options. Targeted outreach will connect internal and external stakeholders, such as students, after-school programs, faculty and staff, parents, transportation service providers, and municipal partners. Surveys and focus groups will gather representative data to ensure that diverse community perspectives are heard, reflected, and analyzed throughout the planning process and provide additional qualitative depth from specific stakeholder populations. Translation and interpretation services will be integrated throughout to ensure equitable access for families whose primary language is not English. Printed and digital materials, including translated formats, will be available for all community events and planning sessions.
The school department will also conduct dedicated transportation studies in direct partnership with its existing provider, First Student, to evaluate routing, scheduling, and cost implications of a start time change. This operations analysis is anticipated to assess contract capacity, model adjusted schedules, and project any additional vehicle, staffing, or cost requirements.
Drawing together findings from community engagement, transportation analysis, and budget projections, leadership will synthesize the data into a formal final summary report as part of the grant award, to be shared with the Maine DOE. Throughout the planning period, grant funds will also support the administrative resources needed to fulfill all Maine DOE reporting requirements, including progress reports, financial documentation, and the final report.
An Athens Community School student’s work as part of the “One School, One Book” Earth Day Project.
From April 6-16, 2026, Athens Community School held its annual “One School, One Book” project, designed to use literature to connect classrooms, families, and communities and bring attention to important issues.
This year, Athens Community School selected The Lorax by Dr. Seuss as the book that all students would be reading for the project to coincide with Earth Day on April 22. Following the themes of the book, students and their families then participated in a variety of eco-friendly activities throughout the project, including a bottle drive and a trip to Waterville Creates for a viewing of The Lorax movie.
One of the highlights of the project was the “Trash Art” competition, which encouraged students to use recyclable objects to create artwork for categories such as “The Spirit of the Lorax,” “Most Creative,” and more. The school favorite was a Lite-Brite board made of recycled wood and plastic water bottles, which served as the pegs (pictured below).
Lite-Brite board
To celebrate student and family participation in the project, two local businesses donated prizes for those who completed a feedback survey: a reusable shopping bag with the Athens Community School logo and a “Save the Bees” flower kit. Student participants also received a homework pass to forgo one homework assignment.
More student proejcts:
The project was spearheaded by Aneta Lempicka, the Athens Community School’s Title I teacher, with support from school librarian Hannah Luce, who assembled and distributed family activity packets.
Local families said they enjoyed the change of pace, with one remarking, “We are a VERY busy family, so this gave us all a chance to slow down and do something fun together.”
This story was written in collaboration with Athens Community School. To submit a good news story to the Maine DOE, please fill out the good news submission form.
The Maine Department of Education (DOE), in partnership with the Maine Department of Health and Human Services (DHHS), is pleased to announce the return of the SUN Bucks and SUN Meals programs in the summer of 2026. These programs, funded by the U.S. Department of Agriculture (USDA), help to ensure that Maine children continue to have access to healthy, nutritious food during the summer months when school meals and snacks are not available.
SUN Meals
SUN Meals provides free meals to youth 18 years of age and younger in communities where more than half of the children meet income guidelines. Sites are typically designated at neighborhood locations, including schools, parks, nonprofit residential summer camps, government agencies, and tax-exempt organizations (including faith-based organizations). Many schools across Maine offer SUN Meals and can provide details regarding how to access meals. Additionally, in mid to late June, the USDA Summer Meals Site Finder will have locations of Maine SUN Meals sites.
SUN Meals-To-Go provides pick-up and delivery options in eligible rural areas where transportation may make access to congregate meal sites more difficult. This information is also included on the USDA site finder.
SUN Bucks, managed by the Maine DHHS Office of Family Independence (OFI), is designed to supplement families’ grocery budgets over the summer when school is out of session by providing a one-time $120 food benefit per school-aged child. That benefit may be used at authorized retailers, such as grocery stores and farmers’ markets, to purchase healthy foods, including fruits, vegetables, meats, whole grains, dairy, and other protein sources. SUN Bucks occurs in addition to SUN Meals, and children may participate in both programs.
Most children eligible for SUN Bucks will be automatically enrolled based on participation in other public benefit programs. Families will automatically receive SUN Bucks if they have a child(s) who attends a school that serves National School Lunch Program meals and who participates in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), Food Distribution Program on Indian Reservations (FDPIR), or MaineCare with a household income at or below 185% of the Federal Poverty Level (FPL), or who is identified by OFI or the Maine DHHS Office of Child and Family Services (OCFS) as foster, homeless, or migrant.
Most eligible households have already received a SUN Bucks eligibility notice from OFI and will receive benefits in the following ways:
For SNAP-eligible households, benefits will be loaded onto the household’s existing P-EBT card (also called the Pine Tree EBT card).
For former P-EBT or SUN Bucks households not currently receiving SNAP, benefits will be added to the previously issued P-EBT card.
For newly eligible households not currently receiving SNAP, a new P-EBT card with preloaded benefits will be mailed to the household.
Please note that families who no longer have their P-EBT card may request a replacement card through pinetreecard.com or by calling 800-477-7428.
Families who have not been notified of automatic enrollment by mid-June, but who believe their children may qualify based on the above criteria, may apply for SUN Bucks through My Maine Connection or by mail. Applications must be received by August 15, 2026, and benefits must be used within approximately four months of when they were issued.
Community Eligibility Provision: Students who are not part of a household that already participates in SNAP, FDPIR, TANF, MaineCare at 185% FPL, and who are not identified as foster, homeless, or migrant by OFI or OCFS, but who do meet the requirements for free or reduced-price meal benefit, must apply for SUN Bucks.
Provision 2: Students who are not part of a household that already participates in SNAP, FDPIR, TANF, MaineCare at 185% FPL, and who are not identified as foster, homeless, or migrant by OFI or OCFS, but who do meet the requirements for free or reduced-price meal benefit, must apply for SUN Bucks (in most cases).
How to Help Spread the Word
Schools are encouraged to share information with families about the SUN Bucks and SUN Meals programs. Suggestions include:
Promoting the locations and operating times of SUN Meals and SUN Meals-To-Go sites.
Encouraging families with children who will automatically be enrolled in SUN Bucks to ensure their mailing address is up to date by calling OFI at 855-797-4357.
Telling families to keep an eye out for a letter notifying them of automatic SUN Bucks enrollment, a new card in the mail, or a balance increase on their existing P-EBT card in early June.
Encouraging families who have not received notice of automatic enrollment by mid-June, but who may have eligible children, to apply for SUN Bucks.
Additionally, schools may consider using the flyer linked below to help spread the word about SUN Bucks and direct families to the Maine DHHS SUN Bucks webpage for more information about the program and how to apply. Families may also call OFI at 855-797-4357 and select option 5 to speak with an eligibility specialist about SUN Bucks.
Thank you for helping to raise awareness about these important programs and ensuring that Maine children get the nutrition they need to thrive this summer.
In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.
Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible State or local Agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.
To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form, which can be obtained online at: https://www.usda.gov/sites/default/files/documents/USDA-OASCR%20P-Complaint-Form-0508-0002-508-11-28-17Fax2Mail.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:
(1) mail:
U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410; or
This institution is an equal opportunity provider.
The Maine Human Rights Act prohibits discrimination because of race, color, sex, sexual orientation, age, physical or mental disability, genetic information, religion, ancestry, or national origin.
Complaints of discrimination must be filed at the office of the Maine Human Rights Commission, 51 State House Station, Augusta, Maine 04333-0051. If you wish to file a discrimination complaint electronically, visit the Human Rights Commission website at https://www.maine.gov/mhrc/file/instructions and complete an intake questionnaire. Maine is an equal opportunity provider and employer.
On Thursday, May 21, 2026, the Maine Department of Education (DOE) Office of Special Services and Inclusive Education hosted its third annual “I Belong” Youth Summit at Central Maine Community College in Auburn. Every spring, this event provides an opportunity for students with disabilities from across Maine to explore post-secondary pathways as they approach “transition” age—the time for planning for adult life after high school.
More than 150 students and educators representing 15 schools attended the summit, which is organized in a job fair format. Throughout the morning and afternoon, students peruse hands-on, interactive booths by nearly 30 local businesses, allowing for meaningful career exploration. The theme of the summit is in the name: “I Belong.”
The summit is made possible through planning support from the Regional Transition Collaborative (RTC) Fellows and the Executive Student Transition (EST) Committee of the Transition Maine program, established by the Maine DOE in 2022 in an effort to provide equitable and inclusive post-secondary transition services for students with disabilities.
The RTC Fellows are Maine educators who work in their individual regions to establish collaboratives of educators, vocational rehabilitation counselors, families, self-advocates, businesses, and community organizations to support students with disabilities in their transition to adult living. The EST Committee is comprised of students with a diverse range of abilities who work to champion the cause behind the “I Belong” summit, along with other inclusion work.
“This event fosters a sense of belonging, independence, and community involvement that extends far beyond a single day,” Jessica Rubera, an RTC Fellow and transition specialist at Noble High School, said of the summit, adding that it allows students the chance to “explore careers, develop self-confidence, and connect with professionals.”
Melissa Burgess, an RTC fellow and special education teacher at South Portland High School, said she believes the group met their goal this year of creating “opportunities that empower young people to discover their potential, build meaningful connections, and prepare for successful futures.”
Teg Coiley, a member of the EST Committee since spring of 2025, said he feels the summit is an important opportunity for students to see themselves represented.
“It’s good to show that there are positions and opportunities that are open to people who need support, versus them thinking, ‘I can’t do it,’” Coiley said.
Joshua Ellis, a member of the EST Committee since February 2024, said his work with Transition Maine has led to his own self-discovery of wanting to be an automotive car mechanic in adulthood. He echoed Coiley’s sentiment through his message for other students.
“You can do more than what your disability says,” Ellis expressed. “This summit is going to help you do that.”
One of the students in attendance at this year’s summit was Olivia M. from Falmouth High School. Olivia has Down syndrome and is preparing to graduate in just a few weeks. She said she is excited to attend a two-year college program and then enter the medical field.
“I love saving people’s lives and teaching people first aid,” Olivia shared, later adding, “I love to help people with disabilities.”
That positive sentiment applies to the businesses that attended the summit, too. KC Fairfield, Manager of Clinical Nursing Education for MaineHealth’s Academic Affairs and Workforce Development, said her team wanted a booth to demonstrate that the health care industry is replete with a variety of job opportunities.
“From entry-level to experienced nurses, we really believe that there is a place for everybody in health care,” Fairfield said. “It was really important for us when we heard about this event to be a part of this exciting opportunity to show everybody across Maine—all of our youth—that there could be opportunity for them to join health care, as well.”
Fairfield added that diversity in the health care workforce is extremely important.
“We care for diverse folks,” Fairfield said. “In order to have proper representation, we really feel it is important to have caregivers who may truly understand what the patients are going through.”
Rachel Morris of the Adaptive Outdoor Education Center also stressed the importance of representation at her booth.
“I think that everyone deserves to feel special, included, and worthy of a social community and people who love them,” Morris said. “That’s really the heart of the work for me is making sure that everyone knows how amazing and loved they are and how independent they can be.”
For educators like Sarah Wilbur, a special education teacher and case manager at Falmouth High School, the summit was a positive, uplifting experience for her and her students.
“Everyone has been spectacular. They stepped right up to each student and met them where they’re at and what they need,” Wilbur acknowledged.
For these students, part of that process involves embracing the unknowns and making space for the many possibilities before them after high school graduation.
“It’s nice to be with people who think and feel in a similar way and have similar uneasiness about what they’re going to do with graduating and work,” Wilbur shared. “That levels the playing field.”
The third annual “I Belong” Youth Summit created a space “to inspire, collaborate, and connect through practical hands-on learning and career development opportunities, while celebrating a robust community of Mainers,” Liam Danaher, RTC Fellow and ELO coordinator at Noble High School, shared. Celebrating the diverse work opportunities in Maine and all the ways in which students with exceptionalities can become involved in the workforce after high school is work the Maine DOE plans to continue doing and hopes to share in more regions across the state.
If your region is interested in hosting a local Youth Summit, or if you would like to learn more about the EST Committee, please contact Maine DOE Special Projects Coordinator Tracy Whitlock at tracy.w.whitlock@maine.gov.
The Maine Department of Education (DOE) is seeking applicants for the Screener Review and Recommendation Project, a statewide professional learning initiative focused on strengthening regional expertise in early literacy assessment and supporting consistent, evidence-based screening practices across Maine schools.
The project supports implementation of Maine’s Dyslexia screening statute (Title 20-A, §4710-B), which requires all students in kindergarten through grade 2 to be screened in key early literacy skill areas.
Through this initiative, the Maine DOE will convene up to 25 educators and stakeholders representing Maine’s nine superintendent regions to deepen knowledge of literacy screening components, evaluate screening tools using research-based criteria, and help develop statewide guidance and professional learning resources. Participants may include teachers, literacy specialists, administrators, and caregiver representatives from public, charter, and approved private schools.
In-person sessions will be held on Tuesday, July 14, and Wednesday, July 15, 2026, in Augusta from 8:30 a.m. to 3 p.m.
Project participants will:
Examine literacy screening tools and implementation practices;
Co-develop evaluation rubrics and guidance resources aligned with Maine’s Dyslexia screening statute;
Facilitate at least one regional professional learning session; and
Contribute to statewide screener guidance materials to be published on the Maine DOE Literacy Hub.
Participants who complete all project deliverables will receive a $400 honorarium.
The Maine DOE will review applications to ensure representation across Maine’s nine superintendent regions and a balance of rural and urban perspectives.
This initiative supports the Maine DOE’s priority of strengthening curriculum, instruction, and assessment systems while advancing equitable early literacy outcomes for all students.
To apply for the Screener Review and Recommendation Project, please complete the application here by June 19, 2026.
For more information, contact Danielle Saucier, Maine DOE Inclusive Education Literacy Specialist and Dyslexia Coordinator, at danielle.m.saucier@maine.gov.
Title II-A funds received from the U.S. Department of Education (ED) support the implementation of this project. The project has an award totaling $15,090.00, of which 100% is federally funded and directly attributed to project implementation. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, ED or the U.S. Government.
Since launching in the fall of 2024, the Extended Learning Opportunities (ELO) Program at Mountain Valley High School in RSU 10 has provided students with meaningful, real-world learning experiences that connect classroom instruction to careers, higher education, and long-term success. Led by Christopher Brennick, Mountain Valley High School ELO Coordinator, the program has quickly become a model for how authentic, community-connected learning can raise student aspirations and expand access to opportunity, particularly in rural western Maine.
Through internships, work studies, job shadows, college tours, and immersive simulations, the program allows students to engage directly with professionals across healthcare, education, engineering, manufacturing, finance, skilled trades, and public service. To date, the program has supported 21 internships, two work studies, eight paid work studies, one unpaid internship, and 20 experiential trips to 18 sites, reaching 351 student participants, with many students participating in multiple experiences.
Student Miles Smith completes welding work during his ELO at Concord River Fabrication.
The program includes semester-long internships in healthcare, education, construction, engineering, finance, counseling, and skilled trades; work studies focused on building essential workplace skills; job shadowing with organizations such as the National Weather Service and the Rumford Police Department; and extensive college and employer tours across Maine and New England. Students have also participated in immersive simulations such as YMCA Youth and Government and the Maine Motor Transport Association’s “Go Your Way, Maine” career exploration experience.
Mountain Valley High School Principal Thomas Danylik emphasized the transformative impact of the program, particularly for students in a rural region.
“As a principal taking on a new initiative, you never truly know what sort of impact a program will have on students, but I can assure you that we are a better school because of the work being done by Mr. Brennick and our ELO program,” Danylik said. “Living in a rural part of Maine can make it difficult for students to see what opportunities exist outside of their everyday life. A major focus for us has been ensuring our students are exposed not only to opportunities within their own community but also to what lies beyond the River Valley.”
Danylik noted that through the program, every student has the opportunity to step onto a college campus or visit a major employer, while smaller groups participate in immersive learning experiences across the state.
“Individual students are gaining firsthand experience in career fields with some of the most respected businesses in Maine,” Danylik added. “To say this program has had a positive impact on our school is a gross understatement. Mr. Brennick’s ability to think outside the box and help students discover their passions is admirable, and Mountain Valley is fortunate to benefit from such an outstanding ELO program.”
The impact of these opportunities is evident in the relationships students build and the pathways that emerge. One student completing a pharmacy ELO at Rumford Hospital was able to observe procedures in the operating room, engage in conversations with hospital leadership, and explore collaboration between the pharmacy and emergency department. Another student’s semester-long furnace technician work study led directly to a paid summer position and continued employment while pursuing postsecondary training in the field. These experiences benefit students while also providing community partners with motivated, high-quality talent.
Students are also developing empathy, professionalism, and problem-solving skills through authentic workplace challenges. Their reflections highlight the depth of learning that occurs when students engage in real-world environments.
“Another struggle I experienced this week was frustration,” one student wrote, reflecting on her hospital placement. “There’s a patient who has been here since last Christmas. She asks every day when she can go home. I want to be able to watch her go home to her family.”
Families have noticed the impact on their students, as well.
“I am so grateful for this program,” Amber Durant, parent of an ELO student, said. “My son has explored job experiences in both finance and engineering, working alongside professionals he aspires to be. These experiences have helped him make more informed decisions as he applies to colleges.”
The program has been made possible through a combination of funding sources, including the U.S. Department of Labor’s Workforce Opportunity for Rural Communities (WORC) grant, the Maine Department of Education (DOE) ELO Expansion 2.0 grant, and the Sunshine Mini Grant. Together, these investments have expanded access to career exploration and postsecondary exposure for students in rural communities. Mountain Valley High School’s efforts demonstrate how innovative, community-connected learning can deepen student engagement, support informed postsecondary decisions, and help students envision futures rooted in real experience, meaningful relationships, and opportunity.
Mountain Valley High School students participate in the YMCA Youth and Government program at the Maine State House in Augusta. This program helps students understand the inner workings of state government.
This story was written in collaboration with Mountain Valley High School. To submit a good news story to the Maine DOE, please fill out the good news submission form.
Ben Johnson, the 2025 Penobscot County Teacher of the Year and a finalist for 2026 Maine State Teacher of the Year, has earned national recognition from the American Classical League for his outstanding contributions to Latin education through innovative technology-based learning resources used by students and teachers around the world.
Johnson, who teaches Latin and AP Seminar to students in grades 9-12 at Hampden Academy, was recently honored with the 2026 Award for Excellence in Creating Technology-Based Educational Resources, presented by the American Classical League and sponsored by Xperitas. The award recognizes educators who create engaging digital content that makes classical studies more accessible and inspiring for learners.
At the center of Johnson’s work is his own platform, LatinTutorial.com, and the accompanying LatinTutorial YouTube channel, which has grown to more than 125,000 subscribers worldwide. Through hundreds of videos that he has written, filmed, and edited himself, Johnson helps students navigate Latin grammar, literature, and Roman culture, while supporting teachers who use the resources to supplement classroom instruction.
Johnson’s work became especially valuable during the COVID-19 pandemic, when educators and students turned to online learning resources. One nominator described his videos as “a sine quā nōn for Latin students and teachers across the globe.”
Johnson’s passion for making classical studies accessible extends beyond his video content. He has developed several digital learning tools, including Aeneid.co, a platform that helps students engage with Vergil’s Aeneid through guided passages, instructional videos, and learning supports. He also created Hexameter.co, another resource designed to help students master the complexities of Latin poetry. Together, his online tools are used by tens of thousands of learners worldwide.
While Johnson is recognized nationally for his educational innovation, his students remain at the center of his work. He is a strong advocate for giving students an active role in their education and believes that studying the ancient world helps learners better understand modern society. His teaching emphasizes inquiry, curiosity, and student voice, while thoughtfully integrating technology to enhance—not replace—the essential relationships between students and teachers.
Johnson’s leadership extends well beyond Hampden Academy. He serves as Instructional Team Leader for World Languages, is active in his local education association, and recently served on the AP Latin Development Committee, helping revise the national curriculum and assessment for Advanced Placement Latin courses. He also teaches Latin and classics courses at the University of Maine.
In addition, Johnson oversees both Hampden Academy and Maine’s Junior Classical Leagues, providing students with opportunities to connect with peers who share an interest in classical studies. He regularly leads educational trips to Italy and Greece, helping students experience firsthand the history, language, and cultures they study in the classroom.
Johnson holds a Bachelor of Arts in Classics and Biology from Cornell University and a master’s degree in Latin from the University of Florida.
As the 2025 Penobscot County Teacher of the Year and a finalist for 2026 Maine State Teacher of the Year, Johnson continues to demonstrate how Maine educators are leading the way in creating meaningful, innovative learning opportunities. Through his teaching, leadership, and widely used digital resources, he is helping students and educators around the world discover the enduring relevance of the classical world.
Content for this article was provided by the American Classical League. To submit a good news story to the Maine DOE, please fill out the good news submission form.
A group of Innovations students enjoys the coast of Maine at Ship Harbor Trail in Bass Harbor.
Brewer School Department’s alternative education programs have developed into a connected system of supports that begins in middle school and continues through multiple high school pathways, offering students flexible options for learning, engagement, and graduation.
What began as a small, in-person alternative education program called “ALPHA,” serving about 25 students, has expanded into a multi-tiered system that now includes a middle school alternative education program called Innovations Academy, as well as high school alternative education pathways through the ALPHA Academy in-person program, the online and hybrid Nu Program, and Extended Learning Opportunities (ELO). Together, these programs serve approximately 126 students across grades 6-12.
Staff describe the model not as separate programs but as a connected pathway built around one guiding idea: Students do not all take the same road, but they all deserve a road that leads to success.
“We didn’t build this as one fixed program,” Chris Moreau, Alternative Education Program Coordinator and Nu Program teacher, said. “We built it because students needed different ways in.”
Middle School Innovations Academy: Early Engagement and Flexible Foundations
Brewer’s middle school alternative education program, Innovations Academy, serves approximately 26 students in grades 6-8 and offers flexible schedules and individualized supports that blend academic instruction, social-emotional learning, career exploration, and community engagement. Cami Carter oversees Innovations Academy alongside her educational technician, Danny Schlaefer, creating programming designed to help students build confidence, resilience, and readiness for high school.
Innovations Academy students do not follow a single uniform schedule. Instead, programming is tailored to each student’s needs, strengths, and learning style. Instruction combines academic skill-building with applied, hands-on learning experiences. Project-based learning is a central component, allowing students to connect math, science, and problem-solving to real-world situations.
“We’re trying to make learning something students can access,” Carter said. “A lot of students haven’t had success in traditional settings. This gives them a different entry point.”
Community-based learning is a defining feature of Innovations Academy. Every week, students leave the classroom to explore careers, businesses, colleges, and community organizations throughout the region. Over the course of two years, students have explored more than 60 career pathways, including marine science, health care, plumbing, culinary arts, theater, athletics, landscape architecture, and the trades.
From left to right: Current and former Innovations Academy students Trysten Roy, Zander Doph, and Bria Davis prepare to assist with flying a plane at Maine Instrument Flight school.Innovations Academy students Vinny Arruda and Eli Infinger dissect squid at the UMaine 4-H Camp and Learning Center.
Experiences have included working with the Penobscot Theatre Company to learn about technical theater careers, visiting the University of Maine at Orono for hands-on science exploration, touring technical education programs, and engaging with Maine Maritime Academy through tugboat experiences. Students also participate in outdoor and community-based learning such as hiking, horseback riding, and ocean exploration.
Innovations Academy student Brady Young poses with his new best horse friend at Lincoln Pony Pals.Innovations Academy students Tori Splan, Khloe Smith, and Paul Davison enjoy the ocean on a tugboat at Maine Maritime Academy after learning about various maritime careers.
“We want students to start seeing what’s possible,” staff said. “Even if they don’t know yet what they want to do, they begin to understand what exists.”
Carter said these experiences are designed not only to expose students to careers but also to help them build confidence, as they navigate unfamiliar environments, interact with adults, and persist through discomfort in new situations.
“Watching their world open up is one of the best parts,” Carter said.
Beyond academics, Carter emphasized that the program is intentionally built around relationships and emotional support. Teachers, support staff, and counselors often serve multiple roles throughout the day as instructors, mentors, advocates, and consistent/trusted adults for students navigating anxiety, family challenges, or school disengagement. Students are also connected with school-based counseling, social work supports, and community resources when needed, reinforcing a broader wraparound system designed to remove barriers to learning.
The Transition to High School: Building Individual Pathways
A key focus of Innovations Academy is preparing students for the transition to high school, with an emphasis on ensuring the shift does not disrupt support systems or academic progress.
Carter works closely with students and families to build individualized transition plans that may include traditional high school enrollment or placement into Brewer’s alternative education pathways. Staff said the goal is not to place students on a fixed track but rather to design pathways that can shift as students’ needs evolve.
Through grant funding, eighth-grade students are able to participate in summer transition activities, high school visits, scavenger hunts, and meetings with teachers, administrators, tutors, and ELO staff before entering ninth grade. These experiences help reduce anxiety and build familiarity with the high school environment.
“We’re already thinking about graduation in middle school,” Carter said. “That transition matters.”
Carter also continues to support many students into high school, maintaining communication, monitoring academic progress, and helping students navigate challenges during the critical first year of ninth grade. Staff emphasized that maintaining these trusted relationships is often what keeps students engaged and on track. Last year, all 14 eighth-grade students who transitioned to ninth grade remained on track to earn graduation credits.
Carter said the system is designed to remain flexible. Students may move into traditional high school, the ALPHA Academy, Nu Program, or a combination of supports, depending on their needs.
“It’s not about locking them into a path. It’s about finding what works,” Carter said.
At the high school level, the alternative education system expands into three interconnected pathways, each designed to provide structure while allowing flexibility and movement between programs.
The ALPHA Academy, founded by alternative educator David Morris and co-taught for more than 20 years alongside fellow alternative education teacher Steven Bloodsworth, provides in-person instruction centered on core academics with flexible pacing and individualized support. Morris and Bloodsworth serve not only as teachers but also as advisors, mentors, and a consistent adult presence, building long-term relationships with students that often extend beyond academics.
The Nu Program, overseen by Chris Moreau, blends online coursework with structured in-person supports and regular check-ins. Moreau said the Nu Program was designed not as a fully remote model but as a flexible option that allow students who struggle in traditional school settings, face attendance barriers, or experience anxiety to maintain strong relationships, have accountability, and receive counseling support.=
Moreau said Nu Program has evolved significantly since its early pandemic-era roots, expanding as student needs grew and systems adapted.
“Alternative education thrives on relationships,” Moreau said. “Whether students are in person or online, they still need connection, consistency, and someone who knows them well.”
The ELO program, overseen by Kevin Napolillo, connects students directly to real-world learning experiences through internships, certifications, and community partnerships. Students explore career pathways in fields such as construction, health care, education, and technical trades while earning credits and building postsecondary skills.
Across all three pathways, students receive academic monitoring, counseling support, and consistent engagement with staff who track both academic and personal progress. Students can move between programs as their needs change, reinforcing the idea that pathways are flexible rather than fixed.
Alternative Education Pathways as a Key to Success
Moreau said this flexibility has been key to improving outcomes and keeping students connected to school systems that might otherwise have lost them.
For decades, graduation rates at Brewer High School remained steady between 85 and 87 percent, but in the past few years, they have climbed to just below 95 percent due to these innovative alternative education pathways.
Additionally, the Brewer School Department has adopted a local Disrupted Diploma option modeled after the Maine Department of Education’s (DOE) Educational Disruption Diploma. Brewer High School’s Disrupted Diploma requires students to earn 13 credits and, because it is district-based, allows some students to earn a diploma before completing four full years of high school.
Superintendent Gregg Palmer said the option has been a lifeline for a small but significant group of students, opening pathways to better employment opportunities, community college, military service, and other postsecondary options. Palmer said the pride students show when earning a Disrupted Diploma reflects how meaningful and hard-earned the accomplishment is.
A System Built on Relationships, Flexibility, and Belief in Students
Across both middle and high school programs, staff emphasize that relationships remain the foundation of student success. Students are supported by teams that include teachers, counselors, administrators, school psychologists, social workers, and community-based partners. The programs also work closely with school-based health services and mental health supports to ensure students receive wraparound care when needed. For example, Dr. Alison Glanville, Director of Psychological Services, works closely with the ALPHA and Innovation Academys, providing weekly mental health sessions to students.
Moreau said alternative education is not about lowering expectations but about removing barriers and helping students access success in ways that work for them.
“We don’t see this as separate programs,” Moreau said. “We see it as one system that adjusts to students.”
That system includes structured supports, frequent check-ins, individualized planning, and ongoing communication with families. Family input is considered central to placement decisions and ongoing student success.
“We’re not just focused on credits,” Moreau said. “We’re focused on keeping students connected long enough to succeed.”
Moreau also noted that alternative education continues to shift as stigma around nontraditional pathways decreases, with more families recognizing that multiple routes can lead to the same outcomes.
Looking Ahead
Brewer School Department’s alternative education programs continue to evolve with a focus on strengthening transitions between middle and high school, expanding career-connected learning and increasing access to flexible pathways that respond to student needs.
Moreau said the long-term vision is a system where students can move fluidly between supports as their needs change, without losing connection to school, adults, or academic progress.
“Students don’t all take the same road,” Moreau said. “Our job is to make sure there is a road for each of them.”
This story was written in collaboration with the Brewer School Department as part of an ongoing series to highlight alternative education programs across Maine. For more information about alternative education, please visit the Maine DOE Alternative Education webpage. To submit a good news story to the Maine DOE, please fill out the good news submission form.
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